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ve  that  even  though  there  has  not  been  an agreement on this controversy, the positive effect of teacher feedback dominates (Tsui & Ng,  2000).  They  point  out  that  teacher  feedback  plays  a  significant  role  in  promoting students’ writing ability. It is firmly trusted to be reliable and authoritative. Leki (1991) finds that many students do hope that their errors in the writings can be corrected by the teacher. And their enthusiasm for writing would reduce if this correcting process did not happen. Saito (1994) examines students’ attitudes and reactions to teacher feedback and finds  that  teacher’s  comments  arouse  more  positive  reactions  compared  with  peer feedback  and  any  other  feedback  forms.  This  finding  is  also  in  accordance  with  many other scholars’ researches such as Connor and Asenavage (1994) and Zhang (1995). In Ferris’ study, she suggests that it is the attention which students pay to teacher feedback that helps students to make effective as well as substantial revision (Ferris, 1997).   In China, lots of scholars support the positive effect of teacher feedback. Li (2013) believes  teacher  feedback  does  improve  language  accuracy  in  EFL  writings.  It  can  not only  point  out  the  errors  on  the  surface  level, but  also  it  can  provide  useful  evaluation on the content and organization of the compositions. Teacher feedback can help students find  their  writing  problems  and  enhance  their  learning  ability.  In  Wang  and  Liu’s research  (2012),  they  find  that  the  enhancement  of  students’  writing  competence  has  a close  positive  relationship  with  teacher  feedback.  From  the  interviews,  most  students agree with the importance of teacher feedback and they are more willing to revise their writings according to the teacher’s comments. 
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Chapter 2 Theoretical Framework 

CFIT has two most striking features: firstly, it can provide immediate feedback for students as soon as they submit their compositions, which can efficiently grasp students’ noticing to find and correct errors as well as revise compositions. Schmidt in his theory Noticing  Hypothesis  claims  that  “subliminal  language  learning  is  impossible,  and  that noticing  is  the  necessary  and  sufficient  condition  for  converting  input  to  intake” (Schmidt,  1990:  129).  He  attaches  great  importance  to  the  role  of  noticing  in  second language  learning.  Therefore,  on  the  basis  of  the  Noticing  Hypothesis,  we  can  have  a better understanding of the effectiveness of CFIT. Secondly, CFIT allows students to revise their compositions until they are satisfied. In  t本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。